Veterinary Science: The Care of Animals
Course Description:
As animals play an increasingly important role in our lives, scientists have sought to learn more about their health and well being. Taking a look at the pets that live on our homes, on our farms, and in zoos and wildlife sanctuaries, this course will examine some of the common diseases and treatments for domestic animals. Toxins, parasites, and infectious diseases impact not only the animals around us, but at times, we humans as well! Through veterinary medicine and science, the prevention and treatment of diseases and health issues is studied and applied.
Course Details:
| Course Title (District): |
Veterinary Science: The Care of Animals |
| Course Title (NCES SCED) : |
Zoology |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
CCSS |
| Ailgnment Document : |
http://media.mivu.org/mivhs/alignchart/other/VeterinaryScience.pdf |
| Academic Terms : |
Accelerated, Semester, Trimester |
| NCES SCED Code : |
| Subject Area : |
Life and Physical Sciences |
| Course Identifier : |
Zoology |
| Course Level : |
(G) General or Regular |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Upon completion of this course, students will be able to:
- Explain the history of veterinary science and the requirements to become a veterinarian.
- Examine major systems of small and large animals and what effects diseases have on small and large animals.
- Discuss infectious diseases, their symptoms, and treatments among small and large animals.
- Summarize the major threats to the health of large animals and why the health of horses, cattle, and swine are important for public health.
- Investigate exotic animals’ living environment, diseases, and challenges veterinarians face when working with exotic animals.
- Evaluate a variety of poisons and toxins and their effects on animals.
- Investigate parasites, their transfer to other animals, and symptoms of infection.
- Identify and discuss various zoonotic diseases.
- Evaluate various holistic veterinary treatments for animals.
INACOL Online Course Quality Standards
| Academic Content Standards and Assessments |
Rating
|
Comments |
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Partially Met
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We noticed several objectives were not written in measurable terms. |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Not Met
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While there is no content standard set specific to this course, there was no reference to any state or national standards relevant to any science discipline. |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Not Met
|
The content does not appear to be rigorous or have a lot of depth. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Not Met
|
No evidence of information literacy and communication skills incorportated. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Partially Met
|
Via standard practices of instructor welcome letters, Start Here / Getting Started guidance, and Online Learning Orientation Tools located on the MVU website and LMS. |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
|
Syllabus and pacing guide provided. |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
|
|
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
|
Provided in the Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies |
Rating
|
Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
|
|
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
|
Provided in the Blackboard learning management system (LMS). |
| Privacy policies are clearly stated. |
Fully Met
|
Provided in the Blackboard learning management system (LMS). |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Fully Met
|
Provided in the Blackboard learning management system (LMS). |
| Assessment and assignment answers and explanations are included. |
Fully Met
|
Provided in the Blackboard learning management system (LMS). |
| Instructional and Audience Analysis |
Rating
|
Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Partially Met
|
Text with audio is provided. No evidence of video presentations found. |
| Course, Unit and Lesson Design |
Rating
|
Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
|
|
| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Partially Met
|
Text is the main instructional format and little evidence of engaging activities. Some assignments are teacher graded. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Partially Met
|
Text with audio for multiple learning paths. No evidence of hands-on activities to engage students and no alternative assignments. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Not Met
|
|
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Not Met
|
No accomodations, suggestions, or opportunities to check student understanding at the end of each lesson. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
|
|
| Communication and Interaction |
Rating
|
Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
|
|
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
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Michigan Virtual School (MVS) instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Partially Met
|
Discussion board posts allow for students to have one-on-one communication. Teachers may need to allow for students to redo assignments if mastery of learning objectives is sought. Multiple attempts are not setup as a part of the course design at this time. |
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Not Met
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No additional resources provided. |
| Evaluation Strategies |
Rating
|
Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Partially Met
|
Student evaluation strategies are not all consistent with the stated course goals and objectives. Students are often asked to copy answers from the text. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Partially Met
|
Assessment strategies are limited to tests, quizzes and discussion boards. |
| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
|
Pre-assessments, quizzes, tests and discussions are provided in each lesson. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
|
Progress checks, gradebook, instructor feedback, and the "what-if" calculator. |
| Assessment Resources and Materials |
Rating
|
Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Partially Met
|
Limited to quizzes, tests and discussion boards. Almost all assessments are based on recall. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Partially Met
|
Rubrics are not explicit but a generic one is provided for all assignments. No work samples are provided. |
| The grading policy and practices are easy to understand. |
Fully Met
|
Provided in the MVS Blackboard LMS. |
| Course Architecture |
Rating
|
Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Partially Met
|
Instructors cannot alter Florida Virtual School or eDynamic Learning, Inc. content, but MVS instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
|
|
| User Interface |
Rating
|
Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
|
|
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Partially Met
|
Audio recordings or podcasts only; no video content. The program reads text out aloud, but video links to outside sources do not provide closed captioning. |
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
|
Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
|
Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| The course uses content-specific tools and software appropriately. |
Partially Met
|
Software tools were not always used as needed |
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
|
|
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
|
Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| Accessibility |
Rating
|
Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
|
|
| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
|
|
| Accessing Course Effectiveness |
Rating
|
Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
|
Students have the ability to rate the lesson as completed, student evaluation at end of course. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Partially Met
|
MVU also uses the Knowledge Base course issues tracker, permitting instructors to make suggestions to improve the course. |
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Partially Met
|
While the content provider did not provide a release date for the current version of the course, the provider states that updates to its courses occur at least annually. |
| Certification |
Rating
|
Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
|
All MVS instructors are certified in the state of Michigan and highly qualified. |
| Instructor and Student Support |
Rating
|
Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
|
MVS instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
|
MVS instructors have access to a knowledge base with tutorials to assist them. Students also have a customer care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
|
|
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
|
|
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
|
|
| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
|
Students are offered an orientation, i.e., the Online Learning Orientation Tool (OLOT), for taking an online course before starting the coursework in the learning management system. |
Review Conducted By : Michigan Virtual
Date of Review : 05/25/2016
Unit 1: Introduction to Veterinary Science
Unit 2: Small Animal Medicine
Unit 3: Large Animal Medicine
Unit 4: Exotic Animal Medicine
Unit 5: Poisoning and Toxicology
Unit 6: Veterinary Parasitology
Unit 7: Zoonotic Diseases
Unit 8: Holistic Veterinary Science and Medicine
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
04/01/2020 |
11/02/2020 |
06/01/2020 |
|
08/07/2020 |
01/29/2021 |
300 |
$325.0000 |
0.0000 |
|
Trimester |
04/01/2020 |
10/19/2020 |
06/01/2020 |
|
08/07/2020 |
12/18/2020 |
100 |
$325.0000 |
0.0000 |
|
Trimester |
04/01/2020 |
01/04/2021 |
06/01/2020 |
|
10/23/2020 |
04/02/2021 |
100 |
$325.0000 |
0.0000 |
|
Semester |
04/01/2020 |
03/29/2021 |
06/01/2020 |
|
11/27/2020 |
06/18/2021 |
300 |
$325.0000 |
0.0000 |
|
Trimester |
04/01/2020 |
04/12/2021 |
06/01/2020 |
|
01/08/2021 |
06/18/2021 |
100 |
$325.0000 |
0.0000 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. |
Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. |
Semester |
04/01/2020 |
11/02/2020 |
| The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. |
Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. |
Trimester |
04/01/2020 |
10/19/2020 |
| The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. |
Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. |
Trimester |
04/01/2020 |
01/04/2021 |
| The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. |
Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. |
Semester |
04/01/2020 |
03/29/2021 |
| The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. |
Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. |
Trimester |
04/01/2020 |
04/12/2021 |
Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
